Streaming potential near a hydrofracture

We suggest a mathematical model for the dynamics of the streaming potential near a hydrofracture of a seam after termination of water pumping into the fracture.     

Cycles of seismic activity in the second half of the holocene in the Western Caucasus and their correlation with stages of civilization development: A case study of the upper reach of the Mzymta River

The results of comprehensive research into the area of the upper reach of the Mzymta River (Western Caucasus) are presented. The evidence of strong earthquakes that struck the study area throughout history is studied. The periods when mud flows and rockslides associated with the earthquakes are identified to fall between 3100–4000 and 700–1200 years ago. Paleoseismological results are correlated to the results of archeological excavations. As a result, it is revealed that the periods of tectonic disasters coincided with the onsets of the period when the area was uninhabited (abandoned) by people. The results of the present comprehensive research provide additional information to specify the seismic hazard and the chronology of human habitation in the region.     

Where Are the Women? Accounting for Discrepancies in Female Doctorates in U.S. Geography

Although there have been noticeable improvements in recent years, geography continues to be a predominantly male discipline. The percentage of women receiving PhDs in geography has tracked lower than the U.S. average of female PhDs. Previous studies of women's contribution to geography have focused on personal accounts or on the study of some of the most prominent practitioners, with a few studies using basic data on PhDs awarded and Association of American Geographers membership to determine trends. This article provides a comprehensive overview of doctoral degrees in geography by gender, over time, and across all universities in the United States by examining an alternative database, that of doctoral dissertations. The analysis yields three separate types of results. First, historical and contemporary variations among U.S. universities are examined. Second, data indicate that male and female doctoral students differ in the sex of their advisor. Third, a simple regression model explains some of the discrepancies in the proportion of female doctoral students by department. In sum, this article provides a comprehensive empirical study of the factors that might contribute to the continued disparities in female doctoral students in geography.     

Meeting the Challenge of Systemic Change in Geography Education: Lucy Sprague Mitchell’s Young Geographers

The history of K–12 geography education has been characterized by recurrent high hopes and dashed expectations. There have, however, been moments when the trajectory of geography education might have changed to offer students the opportunity to develop a thorough working knowledge of geography. Lucy Sprague Mitchell’s geography program developed in the 1920s and 1930s was brilliant in its conception and execution but it did not lead to large-scale systemic change. Analyzing the origins, development, and outcome of her program suggests the conditions that facilitate and inhibit systemic change, and therefore perhaps we can learn to capitalize on comparable moments in the future.